The Effects of Repeated Oral Reading and Timed Reading on L2 Oral Reading Fluency

Autor/in	Shimono, Torrin R.
Titel	The Effects of Repeated Oral Reading and Timed Reading on L2 Oral Reading Fluency
Quelle	In: Reading Matrix: An International Online Journal, 19 (2019) 1, S.139-154 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Oral Reading; Reading Rate; Reading Fluency; Phrase Structure; Teaching Methods; College Students; Intonation; Accuracy; Suprasegmentals; Second Language Learning; Second Language Instruction; Foreign Countries; Reading Comprehension; Evaluators; North American English; English (Second Language); Language Proficiency; Pretests Posttests; Pronunciation; Language Tests; Scores; Language Rhythm; Native Language; Japanese; Test of English for International Communication + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Leseverstehen; Amerikanisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Aussprache; Language test; Sprachtest; Sprachrhythmus; Japaner; Japanisch
Abstract	The effects of repeated oral reading and timed reading on L2 oral reading fluency were examined among Japanese university students (N = 50) over 12 weeks. Three quasi-experimental groups were used in the study. Group 1 practiced two types of reading: Repeated oral reading with chunking practice and timed reading. Group 2 did timed reading only. Group 3 served as the comparison group. The participants were rated on their oral reading fluency of a short passage before and after the treatment period in terms of prosody, accuracy, and speed. The results showed that both treatment groups made statistically significant within-subjects oral reading fluency gains. Between-subjects tests indicated that Group 1 outperformed both Group 2 and the comparison group by the end of the treatment. Additionally, there were no statistically significant differences found between Group 2 and the comparison group. Finally, it was shown that Group 1 made the most improvements in terms of the rhythmic aspects of their oral reading production, Group 2 gained the most in terms of speed, and Group 3 made negligible gains. These results provide empirical evidence of the benefits of repeated oral reading and timed reading on the development of L2 oral reading fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01